Patient Safety And A Culture Of Safety Assignment

A paradigm shift is occurring across the United States from volume-based to value-based care. Reflect upon your organizational culture to address the following:

1. Analyze and assess the culture of your healthcare setting as it relates to patient safety.
2. Examine one opportunity to improve patient safety outcomes. Include in your strategy current technology being used to support safety and explain the importance of interprofessional collaboration to help promote a safer environment.

DNP Discussion Guidelines

Purpose

The purpose of the graded collaborative discussions is to engage faculty and students in an interactive dialogue to assist the student in organizing, integrating, applying, and critically appraising knowledge regarding advanced nursing practice. Scholarly information obtained from credible sources as well as professional communication are required. Application of information to professional experiences promotes the analysis and use of principles, knowledge, and information learned and related to real-life professional situations. Meaningful dialogue among faculty and students fosters the development of a learning community as ideas, perspectives, and knowledge are shared.

Due Date

The initial posting to the graded collaborative discussions is due by Wednesday, 11:59 p.m. MT. Peer and faculty responses are due by Sunday, 11:59 p.m. MT. All posts for Week 8 are due by the close of class on Saturday, 11:59 p.m. MT. Please note that the late assignment policy does not apply to the collaborative discussions.

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Discussion Criteria

Review the discussion criteria:

Application of Course Knowledge

• The student post contributes unique perspectives or insights gleaned from personal experience or examples from the healthcare field. The student must accurately and fully discuss the topic for the week in addition to providing personal or professional examples. The student must completely answer the entire initial question.

Engagement in Meaningful Dialogue

• The student responds to a student peer and course faculty to further dialogue.
• Peer Response: The student responds substantively to at least one topic-related post by a student peer. A substantive post adds content or insights or asks a question that will add to the learning experience and/or generate discussion.
  • A post of “I agree” with a repeat of the other student’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post. Patient Safety And A Culture Of Safety Assignment

• The peer response must occur on a separate day from the initial posting.
• The peer response must occur before Sunday, 11:59 p.m. MT.
• The peer response does not require a scholarly citation and reference unless the information is summarized and/or direct quotes are used, in which APA style standards then apply.

• Faculty Response: The student responds substantively to at least one question by course faculty. The faculty question may be directed to the student, to another student, or to the entire class.
  • A post of “I agree” with a repeat of the faculty’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
  • The faculty response must occur on a separate day from the initial posting.
  • Responses to the faculty member must occur by Sunday, 11:59 p.m. MT.
  • This response does not require a scholarly citation and reference unless the information is summarized and/or direct quotes are used, in which APA style standards then apply.

Integration of Evidence

• The student post provides support from a minimum of at least three (3) sources which may include assigned readings, or weekly module content, or outside scholarly sources. The scholarly source when used is: 1) evidence-based, 2) scholarly in nature, 3) published within the last 5 years, and 4) an in-text citation. The student initial response to the graded discussion must include at least 1 source. Responses to peer and/or faculty, citations and references are included when information is summarized/synthesized and/or direct quotes are used, in which APA style standards then apply.
• It is important that student utilizes support from the literature that is grounded in the literature providing sources relevant to the discussion posting. One source may come from the online weekly content.
• Scholarly Sources
  • Two (2) scholarly sources should be used in the discussion board assignments across the week.
  • These include peer-reviewed publications.
  • Textbooks are not considered scholarly sources. However, in some assignments, support from textbooks may be used on a limited basis when accompanied with additional scholarly sources if specified in the assignment guidelines or with instructor approval.
  • Scholarly sources may be present in the weekly readings and students may choose to utilize these.
  • Wikipedia, Wikis, .com website or blogs should not be used.
  • Sources should be no more than five years old unless they are historical or seminal references or approved by your instructor.
• Literature Sources:
  • Grey literature is scholarly but not peer-reviewed. These resources can be used but do not meet requirements for peer-reviewed sources.

• Refer to the assignment guidelines to determine which grey literature sources (e.g., professional organization website, white papers) are appropriate to be used for discussions or assignments and would constitute receiving full credit for using this resource in the paper or discussion.
• Government reports are actually part of the grey literature – they are not peer reviewed and the government’s main purpose is not the publication of literature.
• Internet resources on dissertations, a form of grey literature, provide additional views on the scholarly level of this literature
• Papers written for Chamberlain College of Nursing should be the student’s original work and contain no more than one short quotation for every three pages or as designated in the assignment guidelines. Quotations should be avoided if possible. Patient Safety And A Culture Of Safety Assignment

(Chamberlain Guidelines for Writing Professional Papers, 2020)

Professionalism in Communication

• The post presents information in logical, meaningful, and understandable sequence, and is clearly relevant to the discussion topic. Grammar, spelling, and/or punctuation are accurate.

Wednesday Participation Requirement

• The student provides a substantive response to the graded discussion question(s) or topic(s), posted by the course faculty (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.

Total Participation Requirement

• The student provides at least three substantive posts (one to the initial question or topic, one to a student peer, and one to a faculty question) on two different days during the week.

 

 

Rubric

Discussion Criteria	Highest Level Performance: A	Very Good or High Level of Performance: B	Acceptable Level of Performance: C	Failing Level of Performance: F
Left blank	10 points	9 points	8 points	0 points
Application of Course Knowledge: Answers initial discussion question(s)/ topic(s), demonstrating knowledge, understanding of weekly concepts.	Addresses all aspects of the initial discussion question(s) applying experiences, knowledge, and understanding.	Addresses most aspects of the initial discussion question(s) applying experiences, knowledge, and understanding.	Addresses some aspects of the initial discussion question(s) applying experiences, knowledge, and understanding.	Does not address the initial question(s).
Engagement in Meaningful Dialogue with Peers and Faculty: The student responds to a student peer and course faculty to further dialogue.	Responds to student peer AND course faculty furthering dialogue by providing more information and clarification, adding much depth to discussion.	Responds to a student peer AND course faculty furthering the dialogue by adding some depth to the discussion.	Responds to a student peer and/or course faculty, adding minimal depth to the discussion.	No response post to another student or course faculty.
Integration of Evidence: Includes assigned readings, or weekly module content, or outside scholarly sources. Includes three sources to support weekly concepts. A scholarly source is defined on page 2 of these guidelines. These sources may be evident across the 3 postings.	Sources are credited.* At least 3 sources to support posts.	Sources are credited.* At least 2 sources to support posts.	Sources are credited.* At least 1 source to support posts.	No scholarly source provided to support posts.

 

Patient Safety And A Culture Of Safety Assignment

 

Professionalism in Communication

Presents information using clear, concise language in organized manner (0-1 error patterns in English grammar, spelling, syntax, and punctuation).

Presents information using clear, concise language in organized manner (2-3 error patterns in English grammar, spelling, syntax, and punctuation).

Presents information using understandable language; information is not organized 4-5 error patterns in English grammar, spelling, syntax, and punctuation).

Presents information that is not clear, logical, professional, or organized; reader has difficulty understanding the post; 6 or more error patterns in English grammar, spelling, syntax, punctuation).

 

Participation

Left blank	5 points	0 points
Participation Wednesday Response: Responds to initial discussion question(s) by Wednesday, 11:59 p.m. MT.	Posts substantive response to initial discussion question(s) by Wednesday, 11:59 p.m. MT.	Does not post substantive response to initial discussion question(s) by Wednesday, 11:59 p.m. MT.
Total Participation Responses: Participates in discussion thread at least three times on at least 2 different days.	Posts in discussion at least three times AND on two different days during discussion week.	Posts fewer than three times OR does not participate on at least two different days during discussion week.

 

NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Saturday.

A zero is the lowest score that a student can be assigned.

Faculty may submit any collaborative discussion posting to Turnitin in order to verify originality.

 

* Using APA style and formatting, in text citations are included for all sources. Matching references are included for all in-text citations. Due to the formatting constraints of Canvas, references included in the discussion must include complete information. Canvas will not allow a hanging indent; it is not required.

Patient Safety And A Culture Of Safety Assignment

Designing A Care Map Assignment

Purpose of Assignment

1. Assist students with coordination of care for clients with musculoskeletal disorders.
2. Enhance understanding of the nursing process in coordinating care for a client.

Course Competency

• Explain components of multidimensional nursing care for clients with musculoskeletal disorders.
• Select appropriate nursing interventions when providing multidimensional care to clients experiencing alterations in mobility

Instructions

For this assignment you will pick a musculoskeletal disorder according to last names:

1. Osteoporosis
2. Plantar Fasciitis
3. Carpal Tunnel Syndrome
4. Osteomyelitis
5. Paget’s Disease
6. Tendinitis
7. Scoliosis
8. Fibromyalgia
9. Osteogenesis Imperfecta

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Develop a care map using the template directly after these instructions. For this assignment, include the following: assessment and data collection (including disease process, common labwork/diagnostics, subjective, objective, and health history data), three NANDA-I approved nursing diagnosis, one SMART goal for each nursing diagnosis, and two nursing interventions with rationale for each SMART goal for a client with a musculoskeletal disorder. Designing A Care Map Assignment

 

Assessment and Data Collection	Three NANDA-I Approved                    Nursing Diagnosis	One Smart Goal for EACH Nursing Diagnosis	Two Nursing Interventions with Rationale for EACH Nursing Diagnosis
Disease Process (short description of patho of disorder- cite this- do not copy and paste): Rheumatoid arthritis is an autoimmune process affecting synovial joints. It is chronic and systemic, causing inflammation and permanent joint damage (Ignatavicius et al., 2018)   Common Labwork/Diagnostics: Labs: Rheumatoid factor ANA ESR Albumin (Ignatavicius et al., 2018)   Diagnostics: Xrays Arthrocentesis (Ignatavicius et al., 2018)   Assessment Data (consider subjective, objective, and heath history): Subjective: joint pain, anorexia, fatigue, painful stiff joints (Ignatavicius et al., 2018) Objective: redness in joints, deformed joints,  physical limitations, decreased mobility (Ignatavicius et al., 2018)	Nursing Diagnosis: Disturbed body image r/t  alteration in body function AEB painful, deformed hand joints.                 Nursing Diagnosis:               Nursing Diagnosis	SMART Goal: Patient will verbalize physical changes without making disparaging comments by 5/5                  SMART Goal:                   SMART Goal:	1.      Intervention: Provide emotional support and encourage patient Rationale: With deformed joints, this will improve patients self -concept (Phelps, 2021)   2.      Intervention Involve patient in planning Rationale : This will increase patient compliance with activities to the best of their ability (Phelps, 2021)                 1.   2.             1.   2.
			3.

 

Module 05 Assignment – Designing a Care Map Rubric

Total Assessment Points – 65

Levels of Achievement
Criteria	Emerging	Competence	Proficiency	Mastery
Assessment / Data Collection (10 Pts)	Lacks basic factors of the disease process, common labs, diagnostic tests, and subjective, objective, and health history data. Failure to submit Assessment/Data Collection will result in zero points for this criterion.	Briefly identifies the factors including the disease process, common labs, diagnostic tests, and subjective, objective, and health history data.	Clearly identifies the factors including the disease process, common labs, and diagnostic tests, and subjective, objective, and health history data.	Thoroughly identifies all factors including the disease process, common labs, diagnostic tests, and subjective, objective, and health history data with a deep understanding.
	Points – 7	Points – 8	Points – 9	Points – 10
Nursing Diagnosis (should fit the data) (10 Pts)	Nursing diagnoses are insufficient and/or do not fit the data. Failure to submit Nursing Diagnosis will result in zero points for this criterion.	Writes ONE NANDA-I approved nursing diagnosis in the correct format (including related to/as evidenced by) with a strong connection to identified data.	Writes TWO NANDA-I approved nursing diagnoses in the correct format (including related to/as evidenced by) with a strong connection to identified data.	Writes THREE NANDA-I approved nursing diagnoses in the correct format (including related to/as evidenced by) with a strong connection to identified data.
	Points – 7	Points – 8	Points – 9	Points – 10
SMART Goal (should reflect the diagnosis and follow guidelines)  (15 Pts)	The goals meet few SMART goal guidelines and/or are not related to the nursing diagnoses. Failure to submit SMART goals will result in zero points for this criterion.	Writes ONE goal for ONE nursing diagnosis and the goal meets all the SMART goal guidelines and are related to the nursing diagnosis.	Writes ONE goal for TWO nursing diagnoses and the goals meet all the SMART goal guidelines and are related to the nursing diagnoses.	Writes ONE goal for THREE nursing diagnoses and the goals meet all the SMART goal guidelines and are related to the nursing diagnoses.
	Points – 11	Points – 12	Points – 13	Points – 15
Interventions and Rationale (20 Pts)	Lacks appropriate interventions and rationale to assist the client in resolving the issues leading to the problem. Failure to submit Interventions and Rationale will result in zero points for this criterion.	Writes 3 interventions with rationale to assist the client in resolving the issues leading to the problem with appropriate references.	Writes 5 interventions with rationale to assist the client in resolving the issues leading to the problem with appropriate references.	Writes more than 5 interventions with rationale to assist the client in resolving the issues leading to the problem with appropriate references.
	Points – 15	Points – 16	Points – 18	Points –20
APA Citation (5 Pts)	APA in-text citations and references are missing.	Attempted to use APA in-text citations and references.	APA in-text citations and references are used with few errors.	APA in-text citations and references are used correctly.
	Points- 2	Points- 3	Points- 4	Points- 5
Spelling and Grammar  (5 Pts)	Numerous spelling and grammar errors, which detract from the audience’s ability to comprehend material.	Some spelling and grammar errors, which detract from the audience’s ability to comprehend material.	Few spelling and grammar errors.	Minimal to no spelling and grammar errors.
	Points- 2	Points- 3	Points- 4	Points- 5

 

Designing A Care Map Assignment

Nutrition and Weight Status Discussion Assignment

This is a Collaborative Learning Community (CLC) assignment.

An important role of nursing is to provide health promotion and disease prevention. Review the topics and related objectives provided on the Healthy People 2030 website. Choose a topic of interest that you would like to address, in conjunction with a population at-risk for the associated topic.

TOPIC CHOSEN:NUTRITION AND WEIGHT STATUS

POPULATION AT RISK:AFRICAN AMERICAN

Create a 15-20 slide PowerPoint presentation for your topic and focus group. Include speaker notes and citations for each slide, and create a slide at the end for References.

Address the following:

1. Describe the approved topic and associated population your group has selected. Discuss how this topic adversely affects the population. How does health disparity affect this population?
2. Explain evidence-based approaches that can optimize health for this population. How do these approaches minimize health disparity among affected populations?
3. Outline a proposal for health education that can be used in a family-centered health promotion to address the issue for the target population. Ensure your proposal is based on evidence-based practice.
4. Present a general profile of at least one health-related organization for the selected focus topic. Present two resources, national or local, for the proposed education plan that can be utilized by the provider or the patient.
5. Identify interdisciplinary health professionals important to include in the health promotion. What is their role? Why is their involvement significant?

Cite at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria and public health content.

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course resources if you need assistance.

This is a Collaborative Learning Community (CLC) assignment.

An important role of nursing is to provide health promotion and disease prevention. Review the topics and related objectives provided on the Healthy People 2030 website.

TOPIC: NUTRITION AND WEIGHT STATUS

POPULATION AT-RISK: AFRICAN AMERICAN

Create a 15-20 slide PowerPoint presentation for your topic and focus group. Include speaker notes and citations for each slide, and create a slide at the end for References.

Address the following:

1. Describe the approved topic and associated population your group has selected. Discuss how this topic adversely affects the population. How does health disparity affect this population?
2. Explain evidence-based approaches that can optimize health for this population. How do these approaches minimize health disparity among affected populations?
3. Outline a proposal for health education that can be used in a family-centered health promotion to address the issue for the target population. Ensure your proposal is based on evidence-based practice.
4. Present a general profile of at least one health-related organization for the selected focus topic. Present two resources, national or local, for the proposed education plan that can be utilized by the provider or the patient.
5. Identify interdisciplinary health professionals important to include in the health promotion. What is their role? Why is their involvement significant? Nutrition and Weight Status Discussion Assignment

Cite at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria and public health content.

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course resources if you need assistance.

 

RUBRIC

CLC – Health Promotion and Community Resource Teaching Project – Rubric

Collapse All CLC – Health Promotion And Community Resource Teaching Project – RubricCollapse All

Approved Topic, Associated Population and Health Disparity

16 points

Criteria Description

Approved Topic, Associated Population and Health Disparity

5. Excellent

16 points

Approved topic and associated population are thoroughly described. A strong correlation of how the topic adversely affects the selected population is established and discussed in detail. Relevant health disparities are clearly presented and discussed. Strong evidence and compelling rationale is offered for support.

4. Good

14.24 points

Approved topic and associated population are described. A correlation of how the topic adversely affects the selected population is established and discussed. Relevant health disparities are discussed. There are minor inaccuracies. Some evidence or rationale is needed for support.

3. Satisfactory

12.64 points

Approved topic and associated population are summarized. A general correlation of how the topic adversely affects the selected population is presented. Relevant health disparities are summarized. There are some inaccuracies. More evidence or rationale is needed for support.

2. Less than Satisfactory

12 points

Approved topic and associated population are partially presented. It is unclear how the topic adversely affects the selected population. Health disparities are partially described, or are not relevant to selected population. There are significant inaccuracies.

1. Unsatisfactory

0 points

Topic and associated population selected is not approved; topic and associated population are not relevant to the scope of the assignment. Topic and associated population are omitted. Nutrition and Weight Status Discussion Assignment

Evidence-Based Approaches to Optimize Health for Population

16 points

Criteria Description

Evidence-Based Approaches to Optimize Health for Population

5. Excellent

16 points

Evidence-based approaches to optimize health for this population are discussed, and approaches are accurately represented and highly relevant to the population. Explanation of how these approaches minimize health disparity is well-developed. Strong evidence and rationale are provided throughout. An understanding of the importance of evidence-based approaches in the optimization of health for an at-risk population is demonstrated.

4. Good

14.24 points

Evidence-based approaches to optimize health for this population are discussed. Explanation of how these approaches minimize health disparity is presented. Some evidence or rationale is needed for support.

3. Satisfactory

12.64 points

Evidence-based approaches to optimize health for this population are summarized; it is unclear how some approaches presented are relevant for this population. A general explanation of how these approaches minimize health disparity is presented. There are some inaccuracies. More evidence or rationale is needed for support.

2. Less than Satisfactory

12 points

Evidence-based approaches to optimize health for this population are partially presented; some approaches presented are not evidence-based, or are not relevant for this population. Explanation of how these approaches minimize health disparity is incomplete, or are not relevant for the affected population. There are significant inaccuracies.

1. Unsatisfactory

0 points

Evidence-based approaches to optimize health for this population are not presented.

Proposal for Health Education for Family-Centered Health Promotion

16 points

Criteria Description

Proposal for Health Education for Family-Centered Health Promotion

5. Excellent

16 points

A well-developed proposal for health education for a family-centered health promotion to address the issue for the target population is presented. It is strongly supported by evidence-based practice and highly relevant to the target population. The ability to apply evidence-based practice to health education for a target population is clearly demonstrated.

4. Good

14.24 points

A proposal for health education for a family-centered health promotion to address the issue for the target population is presented. It is supported by evidence-based practice and relevant to the target population. There are minor inaccuracies.

3. Satisfactory

12.64 points

A proposal for health education for a family-centered health promotion to address the issue for the target population is presented. It is generally supported by evidence-based practice; there are some inaccuracies, or some areas need more support using evidence-based practice. Overall, the proposal is relevant to the target population.

2. Less than Satisfactory

12 points

A proposal for health education for a family-centered health promotion to address the issue for the target population is partially presented. The proposal is not entirely relevant to the target population. The proposal requires more support relevant to evidence-based practice. There are significant inaccuracies.

1. Unsatisfactory

0 points

A proposal for health education for a family-centered health promotion to address the issue for the target population is omitted. The proposal is not supported by evidence-based practice. Nutrition and Weight Status Discussion Assignment

Resources and Organizations for Proposed Education Plan

8 points

Criteria Description

Resources and Organizations for Proposed Education Plan

5. Excellent

8 points

A general profile for a health-related organization relevant to the selected topic is well presented. Two relevant resources (national or local) are presented, and there is a clear explanation for how the resources are supposed to be used by the patient or provider.

4. Good

7.12 points

A general profile for a health-related organization relevant to the selected topic is presented. Two relevant resources (national or local) are presented, and there is an explanation for how the resources are supposed to be used by the patient or provider.

3. Satisfactory

6.32 points

A general profile for a health-related organization relevant to the selected topic is summarized. Two relevant resources (national or local) are presented, and there is a general explanation for how the resources are supposed to be used by the patient or provider.

2. Less than Satisfactory

6 points

One health-related organization for the selected topic is presented. The profile is incomplete, or it is unclear how the organization is relevant to the focus topic. Two resources (national or local) are presented. It is unclear how the resources are supposed to be used, or how the resources are relevant to the focus topic.

1. Unsatisfactory

0 points

Resources and organizations to support the proposed education plan are omitted.

Interdisciplinary Health Professional Involvement

8 points

Criteria Description

Interdisciplinary Health Professional Involvement

5. Excellent

8 points

All significant interdisciplinary health professionals are presented. A clear discussion of their role and importance to the health promotion is provided.

4. Good

7.12 points

Key interdisciplinary health professionals are presented A discussion of their role and importance to the health promotion is provided.

3. Satisfactory

6.32 points

Some significant interdisciplinary health professionals are presented. A summary of their role and importance to the health promotion is provided. Some support for the suggested members is needed.

2. Less than Satisfactory

6 points

At least one significant interdisciplinary health professional is presented. It is unclear how the professional important to the health promotion, and what the role of the professional would be. Support for the suggested member is needed.

1. Unsatisfactory

0 points

Interdisciplinary health professionals important to the health promotion are not included.

Presentation of Content

64 points

Criteria Description

Presentation of Content

5. Excellent

64 points

The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.

4. Good

56.96 points

The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources.

3. Satisfactory

50.56 points

The presentation slides are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other.

2. Less than Satisfactory

48 points

The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information.

1. Unsatisfactory

0 points

The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear.

Layout

8 points

Criteria Description

Layout

5. Excellent

8 points

The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.

4. Good

7.12 points

The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text.

3. Satisfactory

6.32 points

The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability. Nutrition and Weight Status Discussion Assignment

2. Less than Satisfactory

6 points

The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text.

1. Unsatisfactory

0 points

The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident.

Language Use and Audience Awareness (includes sentence construction, word choice, etc.)

8 points

Criteria Description

Language Use and Audience Awareness (includes sentence construction, word choice, etc.)

5. Excellent

8 points

The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.

4. Good

7.12 points

The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly.

3. Satisfactory

6.32 points

Language is appropriate to the targeted audience for the most part.

2. Less than Satisfactory

6 points

Some distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately.

1. Unsatisfactory

0 points

Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

8 points

Criteria Description

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

5. Excellent

8 points

Writer is clearly in control of standard, written, academic English.

4. Good

7.12 points

Slides are largely free of mechanical errors, although a few may be present.

3. Satisfactory

6.32 points

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Nutrition and Weight Status Discussion Assignment

2. Less than Satisfactory

6 points

Frequent and repetitive mechanical errors distract the reader.

1. Unsatisfactory

0 points

Slide errors are pervasive enough that they impede communication of meaning.

Documentation of Sources

8 points

Criteria Description

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

5. Excellent

8 points

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

4. Good

7.12 points

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

3. Satisfactory

6.32 points

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

2. Less than Satisfactory
   

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6 points

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

1. Unsatisfactory

0 points

Sources are not documented.

 

Nutrition and Weight Status Discussion Assignment

Characteristics of a Transformational Leader Assignment

What are the characteristics of a transformational leader?

As you have examined this week, a transformational leader is a leader who is able to inspire change and bring out the best in those around them. However, what characteristics does this leader have? Perhaps a transformational leader is trustworthy, inspiring, and charismatic? Perhaps this leader leads with integrity, respect, and empathy? Perhaps this leader is team-focused, encouraging, and positive?

How would you define a transformational leader, and when might you have experienced this type of leadership?

For this Discussion, consider the role of transformational leadership for change. Explore the need for transformational leaders, and describe experiences you may have had with these leaders. Additionally, analyze how these leaders might enhance quality improvement in healthcare organizations and nursing practice.

To Prepare:

• Review the Learning Resources for this week, and reflect on potential leadership strategies for promoting change in healthcare organizations and nursing practice.
• Consider the potential impact of project management for supporting transformational leadership approaches for promoting change in organizations.
• Reflect on the relationship between transformational change, leadership strategies, and the need for quality improvement in your healthcare organization or nursing practice. Characteristics of a Transformational Leader Assignment
  

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By Day 3 of Week 10

Post a brief explanation of the relationship between transformational leadership for change and the need for quality improvement. Share any experiences you may have of transformational leadership in your healthcare organization or nursing practice. Then, describe how you would recommend the application of project management approaches to support transformational leadership practices for the promotion of a quality improvement initiative in your healthcare organization or nursing practice. Be sure to include any short- and long-term milestones or goals associated with the quality improvement initiative described. Be specific and provide examples.

What are the characteristics of a transformational leader?

As you have examined this week, a transformational leader is a leader who is able to inspire change and bring out the best in those around them. However, what characteristics does this leader have? Perhaps a transformational leader is trustworthy, inspiring, and charismatic? Perhaps this leader leads with integrity, respect, and empathy? Perhaps this leader is team-focused, encouraging, and positive?

 

How would you define a transformational leader, and when might you have experienced this type of leadership?

For this Discussion, consider the role of transformational leadership for change. Explore the need for transformational leaders, and describe experiences you may have had with these leaders. Additionally, analyze how these leaders might enhance quality improvement in healthcare organizations and nursing practice.

To Prepare:

• Review the Learning Resources for this week, and reflect on potential leadership strategies for promoting change in healthcare organizations and nursing practice.
• Consider the potential impact of project management for supporting transformational leadership approaches for promoting change in organizations.
• Reflect on the relationship between transformational change, leadership strategies, and the need for quality improvement in your healthcare organization or nursing practice. Characteristics of a Transformational Leader Assignment

By Day 3 of Week 10

Post a brief explanation of the relationship between transformational leadership for change and the need for quality improvement. Share any experiences you may have of transformational leadership in your healthcare organization or nursing practice. Then, describe how you would recommend the application of project management approaches to support transformational leadership practices for the promotion of a quality improvement initiative in your healthcare organization or nursing practice. Be sure to include any short- and long-term milestones or goals associated with the quality improvement initiative described. Be specific and provide examples.

Characteristics of a Transformational Leader Assignment